The Relationship Between Chinese EFL Learners’ Reading Self-Efficacy and Use of Metacognitive Reading Strategies

Abstract

The promotion of self-efficacy and metacognitive strategies plays a decisive role in EFL learners’ foreign language reading performance. This study investigated the relationship between Chinese adolescent EFL learners’ current level of reading self-efficacy and their use of metacognitive reading strategies, and more specifically the differences in use of such strategies among learners with high, medium, and low self-efficacy. Findings indicated that the frequency of participants’ use of metacognitive reading strategies was high, and participants felt confident in their English reading ability. Findings also revealed that the use of metacognitive reading strategies had a significantly positive correlation with English reading self-efficacy. Results suggest that self-efficacy is an influential factor that impacts learners’ use of metacognitive reading strategies. Conclusions and implications drawn from the study emphasize the importance of Chinese EFL learners’ use of metacognitive reading strategies and the reinforcement of selfefficacy in their reading performance.